Issue 6 - April 2023

NEWS

Droughts and Storms pg. 4

INVESTIGATIONS

A Guide to Disability Resources at Tino pg.16

LIFESTYLES

Unpacking Problematic Literature pg. 20

FEATURES

Cupertino Photographers and Videographers pg. 24

CHS Must Mandate Self Defense In The PE Curriculum

Evaluating the benefits and costs of this change

Editorial Policy

P STAFF THE PROSPECTOR

editors-in-chief

Evan Lu

Sania Mehta

Lisa Zivanic

sports editors

Eliana Aschheim

Rishita Shah

postscript editor

copy editors

Anika Rao

Riya Malik

news editor

Benjamin Liu

opinions editor

Alisha Sankhe

photo editors

Rishita Shah

Shaona Das

online editors

Andrew Qin

“The Prospector” is an open forum of expression for student editors to inform and educate their readers. It will not be reviewed by or restrained by school officials prior to publication or distribution. Advisors may and should coach and discuss content during the writing process.

Jolie Han

lifestyles editor

Angie Li adviser

features editor

Evelyn Liao

investigations editor

Alexander Liu

Anoushka Gokhale

Hailey Ryu

Joyce Lee

Katie Kim

business manager

The staff of “The Prospector” seeks to recognize individuals, events and ideas and bring news to the Cupertino community in an accurate, professional and unbiased manner. “The Prospector” will not avoid publishing a story solely on the basis of possible dissent or controversy.

Shaona Das

Ann Peck, Brian Hazle

Anoushka Gokhale writers

Aashin, Stefaniya Nava, Katelyn Chu, Saniya Laungani, Theresa Nguyen, Taruna Anil, Rajasi Laddha, Prithika Sundar, Soha Roy, Natalie Chen, Caroline Cheng, Kevin Jia, Tanvee Sai

If you believe an error has been made or wish to have your opinion expressed in “The Prospector,” please contact us via mail or email. Letters sent become the sole property of “The Prospector” and can be edited for length, clarity or accuracy.

“The Prospector” editorial board reserves the right to accept or reject any ad in accordance with its advertising policy.

Contact Us: chsprospector@gmail.com

The Prospector 10100 Finch Avenue Cupertino, CA 95014

A LETTER FROM THE EDITORS-IN-CHIEF

Dear Reader,

At the Prospector, we are a family — we strive to support each other in achieving our goals, and this issue stands as a testament to that. The Cupertino High School students and staff demonstrated their unwavering support for one another, evident in the creation of this edition.

To address the fentanyl crisis, Santa Clara County has implemented measures to combat the challenges it poses. Naloxone, largely referred to as Narcan, is a nasal spray designed to rapidly reverse the effects of an overdose. As of April 2023, select Cupertino staff have undergone training to administer the medication, which is now stored on campus. On page 7, Taruna Anil explores the local response to the epidemic in greater detail.

In addition to attending to health issues, the staff at CHS is also committed to supporting students’ educational needs. By working closely with paraeducators and the Special Services team of the Fremont Union High School District, students with mental or physical disabilities can access resources such as 504 plans and Individual Education Programs. Caroline Cheng, Anika Rao and Anoushka Gokhale investigate and explore these resources as well as their benefits on page 16.

In light of a growing demand for change, April showcased the celebration of diverse cultures and talents through fresh initiatives like Tinolympics and Steal the Stage, as well as the return of cherished events such as Riyaaz, International Week and Lip Dub: Better Together. These moments were skillfully captured by student photographers and videographers, who are featured on page 24 in articles by Joyce Lee, Hailey Ryu and Evelyn Liao. Throughout this issue, we strongly emphasized

fostering a collaborative learning environment that allowed us to exchange our skills and knowledge with one another. As a result, we were able to broaden our expertise in various areas like writing, design and photography. By doing so, we aim to equip the next set of editors with the tools to continue producing quality content.

Our team always pulled through, whether it meant staying up for late-night Zoom calls or fulfilling unexpected photography requests. We extend our warmest congratulations to the newly admitted Prospector staffers for the 2023-2024 school year and eagerly anticipate working alongside you all!

We encourage all students, faculty and staff to make an effort to contribute to and support each other on campus. We hope that, like us, you will find a welcoming and supportive community at CHS that will enable you to reach your full potential :)

DROUGHTS AND STORMS

Why the Drought Continues to Loom Large Despite Recent Rainfall

Arelentless series of torrential storms in recent months appear to have washed away California’s water woes—at least for now. Many associate the precipitation with the end of the drought, which forced many Californians to restrict their water use for

In a self -produced televised statement, Gov.

drought over,” Newsom asked rehtorically. “It would be nice to have a governor say that the drought is over. But unfortunately, complication requires nuance.”

The persistent rain and strong winds undoubtedly af-

she walked a trail in San Antonio Park last month.

In addition, the entire Fremont Union High School District was hit by internet outages caused by a downed power line, intensifying the situation. Due to the heavy reliance on technology in Silicon Valley schools, Monta Vista and Lynbrook High School were compelled to cancel school for their students. Unfortunately, CHS faced a similar problem, leading to a disruption in the academic activities of its students.

fected the students at Cupertino High School. The rain affected the students’ daily routines and disrupted their extracurricular activities. Swimming, soccer, softball, baseball and Tino Dhadkan were among the sports and clubs affected. Falling trees endangered homes, roads and the people near them. A cupertino woman was killed by a falling tree as

“We can’t really do anything here usually,” said Patrick Hanson. As part of CHS’s Technology Support Staff, he and Kyle Le are responsible for addressing any technology-related issues at Tino, ranging from internet connectivity to printer malfunctions and Chromebook troubleshooting.

Hanson explained that the internet at FUHSD originates from a central point at the district office, which is then “relayed” to each campus and passed on to Wireless Access Points installed in every

D0 (Abnormally Dry)

D1 (Moderate Drought)

D2 (Severe Drought)

D3 (Extreme Drought)

D4 (Exceptional

“ THE GROUND JUST COULDN’T SOAK IN ALL THE WATER BECAUSE IT WAS RAINSTORM AFTER RAINSTORM.

MEGAN AZRALON

In the event of a power outage or any unforeseen incident that disrupts internet connectivity at the district office, the staff at CHS often find themselves powerless in their efforts to restore the internet.

Said Le, “We wait.”

However, internet outages are rather rare. In the seven years that Hanson worked as Technology Support Staff, he only saw district-wide internet outages about once per school year. Small classroom-size interruptions are usually caused by the WAPs’ inability to handle too many devices using the internet simultaneously.

There are numerous theories about why the weather was so intense this spring and whether or not it will worsen. Many scientists point to atmospheric warming due to greenhouse gasses like carbon dioxide trapping heat within Earth’s atmosphere. Yet others view it as only a statistical outlier – a particularly intense year, but not outside of expectations.

Valley Water spokesperson Megan Azralon, the organization in charge of managing the creeks, reservoirs and other water-related infrastructure in Santa Clara County, expressed relief regarding the rain.

Said Azralon, “Our big concern was flooding because the ground just couldn’t soak in all the water because it was just rainstorm after rainstorm. But

January 3, 2023

we actually have been able to capture most of this water in our recharge ponds, replenishing our groundwater supplies. It’s something we definitely needed in the region.”

95% of California in Moderate drought

8.8% of California in Moderate drought

Although Silicon Valley infrastructures could harvest water during the storms, California’s water infrastructures had to release most of the water as waste. The recent deluge of rain exceeded the capacity of California’s infrastructures, which were not constructed to endure and retain such volumes of rainfall.

During previous years of drought, reservoirs relied mainly on the accumulation of melted snow as their primary water source. This could take months and the reservoirs might not even be filled. However, following the storms, reservoirs were filled to the brim with excess water still flowing in. This issue caused concerns about flooding, and officials decided to release some of the water from the reservoirs. Because of the limited amounts of water storage

April 6, 2023

structures in California, citizens could not take full advantage of the storm, raising awareness for new infrastructure to be built. The sudden atmospheric rivers demonstrate the effects of climate change, further revealing the importance of having new infrastructure in place to accommodate these changes.

Particularly, in San Francisco, wastewater flooded out of drains and onto the streets due to the storm overflowing the system. The sewage flood highlighted the storm’s impact and brought attention to improving infrastructures for the future.

Although groundwater levels have been replenished, rainstorms do not mean everything is back to pre-drought levels. Said Azralon, “It’s great shortterm, but we’re not quite sure how long we’re gonna be out of the drought. You never know, the drought could be right around the corner.”

These droughts and rainstorms serve as a reminder that climate change, one of which results in longer droughts and more severe storms, is real and present.

Azralon recommended Californians continue embracing water-saving methods, such as reducing shower times and switching lawn grass with drought-resilient plants. As students, Azralon recommended staying educated about climate and basic facts about water-saving methods

BREAKING GROUND: BREAKING GROUND: CUPERTINO’S INNOVATIVE SOLUTION TO THE TEACHER HOUSING CRISIS

For teachers who have to drive long distances to get to work, the new cost-effective housing development plan in Cupertino could allow some of the district’s teachers to reside in the community where they work, easing the long, inefficient commute.

Santa Clara County Supervisors

Joe Simitian and Otto Lee proposed the housing development project with the intention of facilitating providing affordable accommodations for teachers and staff who cannot afford to live near their respective schools due to exorbitant housing costs. According to the proposal, the county has recently sanctioned the purchase of an unoccupied 5-acre tract situated at 10333 North Wolfe Road adjacent to Apple Park, owned by Apple. The lot’s size is adequate to construct residences for 75 to 100 staff members. Said Simitian, regarding this plan, “We’re still in the early stages of developing a plan for the project and will have more details as opment shape. To make something

like this work we need three things: a piece of dirt, funding and community support.”

With the site approved, Simitian plans on working with a developer, school districts, local school teachers and staff, city government, neighborhoods, members of the community and other organizations or individuals that can help pull everything together.

Conducting town hall assemblies

West Valley.

The high living cost in Santa Clara County, especially in Cupertino, makes it increasingly difficult for teachers and staff to reside in the area. As a result, some teachers live in areas where living costs are more affordable distances to their workplaces.

When asked about the cons of having to commute long distances to school, Spanish 4 Honors teacher Kiki Canton said, “The con is obviously the time spent just in terms of productivity. [...] A con could also be, of course, you know, gas prices or wear and tear on your car. It’s expensive.”

for educators impacted by the housing predicament in 2018 and 2019, Simitian was motivated to put forth a teacher housing development initiative in Palo Alto. “Hundreds of teachers came to these town halls and shared very personal stories of the struggles they faced to make ends meet while trying to ‘be there’ for their students. It really was heartbreaking, and I thought surely, there must be something we can do. And there is,” said Simitian. After seeing the progress of that project, Simitian decided to propose another plan for

With the new housing plan comes different obstacles: the development takes more time than expected and funding from various partnerships or sources is needed.

Although there are possible obstacles, Simitian hopes that the outcome of the project will be worth it. Said Simitian, “No one wins when local teachers and school employees have to commute from miles and miles away. [...] By having teachers and school staff work and live nearby, I hope this project helps strengthen their role in the community, and makes it easier to retain the topflight talent that has made our schools some of the very best in the nation”

“ WE NEED THREE THINGS: DIRT, FUNDING AND COMMUNITY.

JOE SIMITIAN

FIGHTS THE FENTANYL CRISIS

Examining the response to county-wide fentanyl overdoses

Santa Clara County faces an ongoing battle against surging fentanyl overdoses in its first quarter of the new year.

Fentanyl, a highly addictive opioid prescribed as a severe painkiller, has taken the nation by storm over the past decade. The drug is cheap to manufacture, and small amounts can have substantial effects — around two milligrams of fentanyl can be lethal, according to the Drug Enforcement Administration. For this reason, drug dealers often mix fentanyl with other illicit drugs, such as cocaine, heroin or ecstasy, so the user can experience the same effects of the drug while the dealer pays a fraction of the price.

In SCC, 68 died of fentanyl overdoses in 2020, and 135 died from January to November 2022, according to recent county data. Over the first two weeks of March 2023, 13 inmates at the El -

mwood Correctional Facility suffered fentanyl overdoses, with one deputy and two nurses treated for exposure to the drug. The inmates were treated with Naloxone, also branded as Narcan, a nasal spray designed to rapidly reverse the effects of an overdose.

With steep numbers of fentanyl-related medical emergencies, the

Potentially Lethal Amount of fentanyl

county is actively working to fight crises related to the drug. On April 4, the SCC Board of Supervisors unanimously voted to make Naloxone available at all county libraries and train librarians on administering the drug. The board took a similar action in late 2022, allocating $135,000 to Naloxone distribution in high schools.

Cupertino High is on the list of high schools that benefit from Naloxone distribution funding. As of April 2023, staff trained to use Naloxone include Health Clerk Katelyn Watts, Student Conduct Specialist Pete Hernandez, Backup Health Clerk Lisa Moore and Assistant Principal/Designee for Student Behavior Steven Puccinelli.

Said Puccinelli, “If we have to respond out to somebody who we

think is having an overdose, we have somebody to supply that.”

Naloxone on campus is only to be used by staff in response to an overdose that occurs on school grounds. However, on March 29, the Food and Drug Administration approved Narcan as an over-the-counter drug, meaning more individuals will be able to carry the nasal spray in the coming months.

Along with carrying Naloxone, CHS and the Fremont Union High School District offer several courses of action to students that struggle with drug usage.

“We find them wherever they’re doing that, we bring them in, they’re under the influence, we will send them home for the day,” Puccinelli said. “Because if you’re under the influence, you’re not in a mental or physical state to be safe or participate in education for the day. And then we will follow up with additional supports or consequences, which can range from a Saturday school for a more punitive [approach], like, ‘Hey, we’ve talked about this before, you got to get in your head this is not okay to be doing.’ It could be more therapeutic and supportive. If it’s a case where [the student is] feeling really depressed [...] then we might get the school-based therapists involved”

THE NECESSITY OF CAASPP

CALIFORNIA ASSESSMENT OF STUDENT PERFORMANCE AND PROGRESS

An examination of its reliability and validity

This

The California Assessment of Student Performance and Progress testing has repeatedly been controversial among teachers, parents, and students. While the test intends to evaluate student performance and progress, many have argued that it is not a reliable indicator of academic achievement.

The issue with the CAASPP test is that it focuses too much on standardized testing and does not consider each student’s unique circumstances. Students come from diverse backgrounds and have different learning styles, which makes it difficult to measure their academic progress using a onesize-fits-all approach.

When reading, students typically use various strategies, such as making connections, visualizing, summarizing and questioning, to aid comprehension. However, students who prefer different learning styles, such as relying on visual cues, may struggle to engage with the text or make sense of the content, which further presents the issue of pressure. Said junior Diana Villalobos, “[CAASPP] focuses a lot on reading comprehensibility rather than showing different styles of information, so the material can be hard to interpret for some.”

Another issue with the CAASPP test is that it places un-

due stress on students and teachers. The test takes several hours to complete, and students are under pressure to perform well, which can lead to anxiety and stress.

may provide insights into teachers and their students on how well they are teaching and whether their teaching methods are effective in helping students learn and improve their skills.

Many have argued that the CAASPP test does not accurately represent the quality of education in California schools. Some people believe that factors such as class size, resources and teaching experience should be considered since they can significantly impact a student’s achievements.

Although given an unlimited amount of time for the test, a student may feel pressured to finish quickly when moved to a different location.

Even though that is true for some, many other students do not try their hardest on the test and believe it is a waste of time. Said Villalobos, “I know a handful of people that just press random answers and type small responses on the long-response questions.”

On the other hand, teachers are evaluated based on their students’ performances on the test, which can lead to a narrow focus on test-taking strategies at the expense of broader educational goals in the future.

Said literature teacher, Amanda Phelps, “I can’t say I myself for sure have been evaluated, but I know some teachers [on campus] that have been.” This evaluation

The CAASPP test is not a reliable indicator of academic achievement or the quality of education of individual students and California schools. While standardized testing can be useful, it should not be the only factor used to evaluate student progress or the effectiveness of educational programs.

Instead, we need to adopt a more comprehensive approach that considers each student’s unique circumstances and focuses on developing the critical thinking, creativity, and problem-solving skills essential for success as we advance in our future

[CAASPP] focuses a lot on reading comprehensibility rather than showing different styles of information

DIANA VILLALOBOS

A BLOW TO STUDENT DEBT RELIEF:

HOW THE SUPREME COURT COULD CREATE

MORE

BARRIERS IN HIGHER EDUCATION

Examining the Supreme Court’s recent ruling on student loan forgiveness

President Joe Biden’s plan to reduce the country’s student loan debt is a much-needed step in the right direction. However, the Biden administration must navigate challenges such as tax increases and national debt impacts to ensure that the benefits of the plan outweigh its costs.

Student loan debt has been a longstanding issue for many years, adversely affecting students. In response, President Biden recently unveiled a proposal that would eliminate all or portions of student loans for millions of Americans. To implement his plan, Biden would need bipartisan support in both houses of Congress–something that seems to become less and less likely as the divide between Republicans and Democrats and their respective constituencies deepen by the day.

So rather than push a plan destined to fail in Congress, Biden issued an executive order, which doesn’t require congressional approval to become law. Republican opponents challenged the legality of the plan in federal court and now the Supreme Court will decide. If implemented, students will have less or no loan debt and therefore will have the ability to allocate their financial resources toward other crucial aspects of their lives, such as acquiring a home, starting a business or investing in more education.

Moreover, this plan has the potential to promote economic growth in the American economy. The accumulation of debt has been a significant financial burden on students, leading to an economic slowdown over the years. However, a loan forgiveness plan could help stimulate the economy by increasing consumer spending – leading to job creation and higher economic growth.

Despite its potential benefits, there is a growing concern that the plan’s implementation could be derailed by the conservative tendencies and political agendas of the United States Supreme Court. On March 1, 2023, the Court raised questions about President Biden’s authority to

propose the plan without congressional approval, creating additional uncertainty regarding the plan’s fate. With the Court’s current majority leaning towards more conservative acts and plans following the appointment of three justices – Brett Kavanaugh, Amy Coney Barrett and Neil Gorsuch – by former President Donald Trump, the loan forgiveness plan’s future remains undetermined. Although there are varying views bipartisanly, the conservative tendencies of the three justices are apparent in their votes to overturn Roe v. Wade in June 2022. The consequences of the plan’s fate worry students, as it could have far-reaching consequences for the future of student loan debt in the country.

On the other hand, it is worth noting that the Court occasionally supports left-wing policies, as demonstrated by their recent approval of a $6 billion student loan debt settlement on April 13, 2023. This settlement would provide much-needed relief to thousands of borrowers struggling with student loan debt. However, it remains to be seen how the government will implement this settlement and guarantee its efficiency in alleviating the burden of student loan debt for those who require it most.

While the student loan forgiveness proposal has garnered support from many Democrats, there are still concerns about funding the plan through tax increases and its potential impact on the national debt. The Biden administration has not proposed any tax increase to fund the plan, which means that the alternative would be to decrease spending on other critical areas such as the military. Furthermore, the national debt is already at a staggering $30 trillion, and forgiving student loans would only add to this burden. These concerns need to be addressed to ensure that the loan forgiveness plan’s benefits outweigh its costs.

Some critics claim that forgiving student loans is unfair to those who have already paid off their loans or who chose not to take out loans to

pay for their education. Additionally, others argue that the proposal would only encourage more students to take out loans and contribute to the rising cost of higher education.

The cost of higher education has skyrocketed in recent years, making it increasingly difficult for students to finance their education without taking out loans. Forgiving student loans is not about rewarding those who have taken out loans but rather addressing a systemic issue that has put a financial burden on millions of Americans.

Moreover, state schools and community colleges aim to provide more affordable access to education. If a student is admitted to the most prestigious, highly-ranked school for their intended major, they deserve options that enable them to attend. However, the COVID-19 pandemic has heavily impacted the economy, and many students and their families lost jobs, housing and overall stability. Even those who were previously capable of repaying their loans are now unable to do so due to the current state of employment rates in the US.

In conclusion, President Biden’s student loan forgiveness plan is a step in the right direction to address the longstanding issue of student loan debt. However, it faces significant hurdles, primarily from the conservative-leaning U.S. Supreme Court. The plan’s implementation could improve the economy, but it could also add to the national debt and face opposition from those concerned about tax increases. The plan’s benefits must outweigh its costs, and the Biden administration must navigate these challenges to ensure that the plan’s implementation benefits students and the economy

CHS Must Mandate Self Defense In The PE Curriculum

Self-defense units must be mandated in PE 9 cur riculum to equip students with the necessary skills to protect themselves in dangerous situations.

As the world becomes increasingly unpredictable, self-defense has become a crucial life skill that everyone should possess. Recently, self-defense training has gained popularity, and it is no longer seen as purely a niche activity. Instead, it has become an essential part of personal fitness and well-being.

It is for this reason that we strongly believe that a self-defense unit should be added to the Physical Education 9 curriculum. PE 9 is a class taken by high school freshmen in which they learn about physical fitness, sports and other aspects of health and wellness.

The role of a high school is to educate its students and prepare them for their intended path after

graduation, whether that is college or straight to the workforce. As students transition into adulthood, schools have a responsibility to ensure they are equipped with not only academic knowledge but also practical life skills that will benefit them in the future. Adding a self-defense unit to the PE 9 curriculum would give students the knowledge and skills necessary to defend themselves in dangerous situations.

Cupertino High School provides an option for self-defense training through its PE total fitness program, which includes a unit on self defense, as well as PE martial arts–which is a combination of fighting techniques such as taekwondo and Brazilian Jiu-Jitsu, commonly referred to

as mixed martial arts. However, the issue with CHS’s current approach to teaching self-defense is that these classes are not mandatory. Students can circumvent this important life-skill curriculum by opting for sports PE or by choosing PE

According to a survey conducted in 2015 by the Association of American Universities, one in four women experience sexual violence at some point in their undergraduate education. Given the dangers facing young adults, particularly women, it is imperative that CHS and high schools nationwide fulfill their commitment to ready students for the realities of the world. This includes providing education on self-defense as a means of protection against physical violence.

In late January, Coach James Gilmore held a short self-defense unit. The unit covered escapes from potentially life-threatening situations, insight into the legal aspects of self-defense and the importance of self-defense.

According to Gilmore, “When you’re strong in the world, it’s a less scary place.” He believes that having self-defense knowledge and being confident in one’s abilities to defend themselves can positively impact an individual’s mindset, making them less fearful and more resilient in different situations.

Jess Roberts, the PE martial arts instructor and a math teacher at CHS, shares their experience with self-defense and how it has given them confidence in poten-

tially dangerous situations.

Self-defense should be included in the PE curriculum for all students, not just those who choose to take martial arts classes. When asked about implementing a self-defense unit in freshman PE, Roberts expressed interest in the idea and emphasized the importance of learning self-defense and the confidence it provides in real-life situations. “The more confident you are, the more confident you present yourself. The less likely you are to be attacked by somebody,” Roberts says.

Incorporating self-defense into PE classes could help students decerns when teaching a self-defense unit, such as triggering past trauma for students who have been assaulted. Thus, he has added trigger warnings to the curriculum and learned from past experiences to ensure that the unit is as inclusive and respectful as possible.

be to make students experts but to open their minds to want to get more training later and elsewhere. It provides a basic foundation for students to build upon in the future, empowering them with the knowledge and skills to take care of themselves.

From an administrative perspective, PE 9 department lead Craig Ellegood shares that while there are no drawbacks to incorporating self-defense lessons in PE 9, the school must take several factors into account before introducing a unit to the curriculum. Due to the limited time available in the school year, the inclusion of a new unit would require the removal of another. Teachers must

the PE teachers from each campus would be present during the unit, they could also learn the unit and technqiues alongside the students, ensuring the self-sustainability of the unit in the future.

JESS ROBERTS

Self-defense is not just about learning physical moves but also about understanding how to avoid dangerous situations and making smart decisions. The goal of a self-defense unit in PE 9 would not

Union High School District would offer a six-week self-defense unit in freshman PE classes. This initiative would equip Lynbrook, Cupertino, Monta Vista, Fremont and Homestead students with essential self-defense techniques and foster their confidence in utilizing these skills. To address the staffing concerns related to the unit, Roberts suggests that they could travel to each of the campuses during the six-week period to instruct the PE 9 classes. As

Ultimately, the benefits of including self-defense in the PE curriculum outweigh the challenges as there are no prominent downsides to the unit that would compromise its feasability. As Roberts notes, “Just giving [students] that confidence, kind of preventing the situation from ever starting in the first place, is really the primary goal.” By teaching students self-defense techniques and fostering their confidence, schools can play a vital role in preventing potentially dangerous situations and empowering students to defend themselves

The more confident you are, the more con fident you present yourself. The less likely you are to be attacked by somebody.

��

ATHLETE OF ETHAN CHUNG

THE MONTH

Ethan Chung has been dedicated to tennis since he was only 8. Nationally, he is ranked 58th in the class of 2025 and is a 5-star recruit, as listed on the Tennis Recruiting Network website. He plays in both the school tennis team, which started at the beginning of February, and for junior tournaments outside of school.

Chung began playing tennis when he was 8 years old, living in Korea, because his dad played and wanted him to try it out. Though he played other sports, like basketball and soccer, he stuck with tennis and soon began competing in matches.

Chung likes the sport because though it’s combative, it is a battle of skills.

Said Chung, ”Playing is a joy every time I step on the court. Even if I’m tired, and I see a tennis court, I just always get so excited.”

That passion for the sport drives him and makes the time commitment and hard work worth it.

Over his seven years playing tennis, Chung has learned skills that translate off the court as well, like being able to perform well under pressure and regulate his emotions. Said Chung, ”Tennis made me become a better person.”

Tennis also gives him the opportunity to travel across the country. Said Chung, ”It’s helped me spread my knowledge of the country.” He travels often for competitions, usually once or twice a month to places all around California and even Alabama and Oklahoma.

Though tennis is an individual sport, the

61st

team is a major component. Each match he plays, he said, ”I’m not only fighting for my win, but I’m also fighting to contribute to the entire team’s victory. I feel very proud when I can be a part of the team’s achievements.” Playing with a team also brings more energy and support to the games, and it’s fun to celebrate together after games.”

A typical practice lasts around two hours where he practices strokes and patterns with his partner, and plays sets.

As a student athlete, Chung said balancing school with tennis can be hard but he knows how to manage it, ”I make the best of the time that I have.”

He watches professional tennis games and interviews, and looks to players like Novak Djokovic and Roger Federer as inspiration. By studying them, he strives to replicate qualities and improve. If he had to choose a favorite shot, Chung thinks it might be his forehand.

Outside of tennis, he enjoys playing guitar in Cupertino High School’s unofficial guitar club, listening to Korean music, the Beatles, watching “Ready Player One” and older movies like “Jerry Maguire.

In the future, he hopes to play professionally or part-time and compete internationally to travel around the world and experience all it has to offer

10th

of

the California Boys Class of 2025

“

” I CAN USE WHAT I’VE LEARNED OFF THE TENNIS COURT AND TRY TO MAKE ME A BETTER PERSON ETHAN

ELIANA ASCHHEIM sports editor

A GUIDE TO DISABILITY RESOURCES AT TINO

INDIVIDUAL EDUCATION PLAN

Special education and the usage of individual education plans

Fremont Union High School District offers students the opportunity for an Individual Education Program. An IEP is one of the many special education options in the district, which is guided by national legislation called the Individuals with Disabilities Education Act. If a school has tried different changes in general education and they have been ineffective, the student will be referred for a special education assessment to receive an IEP. Parents can also request an assessment at any time.

The next step would be the assessment plan, which notes areas where the student will be evaluated. However, the district may also decline to assess with reasons given, which the parents can appeal. The AP may include, but is not limited to, areas of academic achievement, health, intellectual development, language and speech communication, perceptual Motor Development, social emotional, adaptive/behavior and post-secondary. Staff or service providers use standardized tests to assess the areas of concern in an initial IEP.

Cupertino High School’s Lead Resource Specialists, Angelica de Koning and Leslie Soto, test and evaluate students for an initial IEP and support the transition for other students transferring in with an IEP.

“The assessment plan [...] in -

cludes all suspected areas of concerns,” said de Koning in an email interview. “In some cases, parents provide insight into potential areas in addition to the areas identified by staff at the school.”

Within 60 days of receiving the signed Assessment Plan, all assessments will be completed, and an IEP meeting will be held to discuss the student’s eligibility. The AP itself can adapt throughout the assessment window. With parental consent, the resource specialist team working on the plan can add new areas needing assessment or some areas needing more in-depth testing.

“The assessment process is very thorough and comprehensive,” said de Koning. At the same time, it continues to improve. “The assessment tools change every few years as new assessment tools develop.”

If the student is eligible, the team will develop the IEP. An IEP will include specific goals to address the student’s needs, and services to support those goals.

“The most common accommodations involve extended time and testing in an alternate setting. However, there are many accommodations based on student needs including providing visuals, graphic organizers, checks for understanding, presenting information verbally and in writing, word processing, audio books and

preferential seating. Accommodations are always based on the needs identified in the assessment of the student,” said de Koning.

The resource specialist team reevaluates students with existing IEPs every three years, but also takes many other factors into consideration.

“Present levels of student performance and classroom observation are important areas of the process. Teacher feedback is critical, so it can be challenging when students are new or when it is the beginning of the school year to get adequate feedback,” said de Koning. “Student attendance can also affect this information, which can be tricky to untangle from academic classroom performance.”

Regarding the IEP, the process is in-depth and offers a wide range of support services. In addition to the IEP, Cupertino High School offers the 504 support plan and other academic interventions for students. Said de Koning, “our program supports a variety of learners”

PARAEDUCATORS

teaching them basic things they need to know that maybe the parents haven’t had time to teach them.”

Cupertino High School students with a range of disabilities can access numerous resources, including help from paraeducators who assist with classroom objectives, school counseling and subject-specific intervention when necessary.

A paraeducator is a special education teacher aide who assists students. Unlike special education teachers, a paraeducator accompanies assigned students throughout the school day.

Special education students generally take around three classes per day, though it could vary, and take on jobs both on and off-campus to gain experience around the community.

Said Tino paraeducator Corina Bustamante, “[We teach] life skills. That’s why we do these jobs in the community because after they’re done with high school, they’re going to have to learn how to survive. We’re

Tino has numerous paraeducators whose most important role is

students learn information about current events. They can also receive additional help in subjects they struggle with.

Said Bustamante, “We do math [activities] online with them. So they have a laptop cart [...], and we help them log on. And so it’s things [other students] would do, but just at a lower level.”

Paraeducators gain a more personal insight into their students’ lives because they attend all their classes with them. They aid them in academics, communication and social skills.

aiding students in learning critical skills.

An average day for a Tino student with a disability includes the same schedule as other students but with a specific classroom serving as a homeroom. Special Ed students and paraeducators often go to places like Safeway to learn valuable skills such as counting money for payment. These students also learn to use public transportation, like the bus.

The Special Ed classroom teacher creates lesson plans tailored to each student’s needs. A unique facet of this class is the section News

To You, where

Each paraeducator’s differing facets, including gender, are tailored to a student’s needs. For example, male para students may be in Bustamante’s group, but a male paraeducator must accompany them to the boys locker room. In such cases, minor changes are necessary, though each paraeducator is generally assigned a specific set of students to look after.

Bustamante also described the challenging aspects of her job.

“A lot of it has to just do with their ability,” said Bustamante. “We have some kids [where] you wouldn’t even know that they have a disability. [...] But then there are other students where there’s kind of no filter.”

With the help of paraeducators, students at Tino can receive adequate resources and sufficient assistance with academic, social and emotional well-being. Though it can be difficult to tackle obstacles, paraeducators at Tino can assist students with a wide range of disabilities through their proximity to the students while at school

“

[We teach] life skills. That’s why we do these jobs in the community because after they’re done with high school, they’re going to have to learn how to survive.

”

CORINA BUSTAMANTE

ANOUSHKA GOKHALE business manager

DIRECTOR OF SPECIAL SERVICES

The Fremont Union High School District’s Special Services team aims to make general education more accessible for disabled students.

Historically, the funding and importance placed on disability resources in public schools have been inadequate; however, this disparity is not necessarily the district’s fault. The Brookings Institution finds that, on average, the state of California receives around one hundred dollars less per child in special education than federally promised.

dent has a documented disability or impairment which restricts at least one area of their school life.

In addition to 504 plans, every American public school must offer Individualized Education Programs. These IEPs are tailored to an individual student and their specific needs, designed to aid students with learning disabilities such as dyslexia, attention

$100

As a result, FUHSD receives the money needed to power disability-accommodating programs through a myriad of sources: the federal government, the state government, and property taxes. The federal money comes from the 1990 Individuals with Disabilities Education Act. Unfortunately, the money from Congress is inadequate, which forces FUHSD and other school districts to turn to local taxes and state money.

To enroll a student into special education at Tino, the student’s guardian must fill out a 504 plan to confirm that the stu -

hyper-deficit disorder and autism.

Tino also provides screenings for any learning disabilities at no cost to the parents, for students incompatible with general education. Depending on the impact the disability has on the student’s education, the Special Services team may take measures outside of special education.

Some examples of these are the student tutoring services offered on campus, such as Terra Nova and AVID, which are targeted toward students who show academic promise but are sometimes limited by extraneous factors. For students with disabilities that have less of an impact on their academic life, these programs and their additional levels of support may help

minimize their disability’s effect on their school performance.

Special Services Director

Nancy Sullivan is in charge of managing the resources available for students with disabilities in both special and general education. Currently, the Special Services team is focusing on how to make the general education sector more accommodating towards students with disabilities, especially mental ones.

Sullivan believes the campus and district team members are FUHSD’s biggest strength. Steps are being taken specifically in Tino around to make therapists more available and to have a team for students to confide in. Said Sullivan,“I’m really proud of the people that work in special education. I think that we have really dedicated smart people that advocate for students all day long. So I feel like that is a benefit.”

The Special Services team at the FUHSD head office intends to improve upon the resources available for students in general education with mental or physical disabilities

Fewer per Californian child in special education than federally promised.

Analyzing harmful tropes conveyed in popular media

Adarker message lies beyond the covers of everyone’s favorite novels and storylines — these romance novels and elegant poems are more problematic than the average rom-com.

Colleen Hoover, a popular author that rose to fame on Tik Tok and Instagram for her hard-hitting, emotional novels, is known to write books centered on heavy topics and toxic love interests. Her most popular novel, “It Ends With Us,” originally published in 2016, focused on domestic abuse and generational trauma.

The novel features several romantic moments and a charming love interest, enticing readers to a book that appears to be an inspi rational romantic novel at first glance. However, Hoover’s im pressionable young audience fails to understand that the relationships portrayed in the book are severely unhealthy. Her stories create an unrealistic and overly glamorized view of toxic relationships.

Much like her previous liter ary works, “It Ends With Us” was advertised as a romantic novel. Even so, the book explored many triggering and inaccurately represented topics. For instance, the male lead repeatedly abused the female protagonist through scenes depicting him hitting her and pushing her off the stairs, among others. However, the female character’s child with the abuser made him stay involved in her life after she left him. Despite past physical abuse, the female lead constantly made excuses for her husband, conveying that domestic abuse is amendable. In this way, Hoover used abuse to garner attention for the plot rather than for representation.

Many readers are easily influenced by the messages portrayed in “It Ends with Us.” Readers have started defending the antagonist, Ryle Kincaid, who physically and emotionally abused the main character, Lily

Bloom. Many are quoting one particular line to justify the actions of the abuser. In her book, Hoover writes, “There is no such thing as bad people. We’re all just people who sometimes do bad things.” This line could easily be interpreted to make readers believe domestic abuse is not inherently bad and can be forgiven.

One reader on Goodreads, a book-sharing website, expressed that they resonated with the abusive character more than the love interest. They added, “I even subconsciously forgave him the first time he hit [the female main character] because I couldn’t believe he did it on purpose.” Much of the justification for his abuse was simply that he experienced a

relationship. When Miles decided to create a future with Tate, she had felt capable of ‘fixing’ him.

trau - matic childhood and is rich and good-looking — a common excuse for abusers in real life as well.

In Hoover’s novel, “Ugly Love,” published in 2014, centered the storyline around characters Miles Archer and Tate Collins. From the beginning of their relationship, Archer set rules for Collins. He prohibited her from inquiring about his past and said she should not expect a future from him. By having the main character outline these rules, Hoover effectively highlighted the lack of emotional intimacy in the relationship. Throughout the novel, readers saw Collins go from being an independent woman to being heavily reliant on Miles for her happiness and well-being, creating an unbalanced power dynamic in their

Additionally, Hoover’s novel, “November 9,” trended on TikTok years after its 2015 release. The plot revolved around Fallon O’Neil and Ben Kessler’s romance. Many of Kessler’s actions towards O’Neil’s personality are visibly dangerous, but Hoover’s writing failed to acknowledge such occurrences. Kessler often makes disrespectful remarks about O’Neil and her body, eventually escalating to harassment. In a particular chapter, O’Neil had explicitly asked Kessler to halt their kissing, but he disregarded her plea and persisted without her consent. Likewise, when O’Neil tries to leave him to continue her date with someone else, Kessler “[wished] he could hold her down” and physically prevented her from leaving the room, indicating his lack of regard for her and her limits. By dictating what O’Neil wore and who she could associate with, Kessler exhibited obsessive and controlling behavior, which should not have been romanticized or promoted to readers. By displaying these characteristics as ‘brave’ or ‘protective,’ the harmful intentions of the character are masked to readers.

Through marketing these books as romance novels, readers are inclined to see the relationship between the protagonists in the novel as a standard, thereby encouraging unsafe and toxic ideals. In the majority of her novels, the two main characters almost always ended up together, irrespective of the harmful behavior exhibited throughout the relationship.

By viewing these characters as the standard, toxic media like Hoover’s novels can promote false perceptions in readers, blinding them from the dangers of normalizing these behaviors. Despite Hoover’s attempts to tackle heavy matters like physical and emotional abuse, her books do not effectively convey the message

The High Cost of Excellence: Examining Academic Pressure

Dissecting how college propaganda affects students

Reasons why your sixth to twelfth grader will not get accepted into a top college.” Variations of this phrase have most likely drawn your attention to an online college counseling advertisement.

After all, you live in the pressure cooker that is the Bay Area, known for its academically rigorous and competitive schools.

Despite how discouraging these advertisements can be, there is a greater need for college preparatory programs today due to the definite increase

ing difficulty regarding admission into highly-ranked colleges. As the acceptance rates of schools plummet yearly, Generation Z and future generations will inevitably face intense academic pressure that no previous graduating classes experienced.

The highly coveted Ivy League universities and numerous other schools recently reported record-low acceptance rates, adding to the academic toxicity. Staggeringly low acceptance rates can result in students feeling the need to work harder to stand out in the college admissions process. Harvard University, already notorious for its selectivity, reached its lowest admission rate of 3.19 percent in 2022, upholding the status of such a school founded almost four centuries ago.

Similarly, other prestigious schools, like the University of California campuses, became more selective, reaching historically low admission rates.

Social media is also contrib-

uting to the stress levels of high schoolers. On platforms like TikTok and YouTube, seniors publicize their exceptional statistics and qualifications. Many share their rejections from most of the schools they applied to, and the unprecedented competitiveness in college admissions shocks online audiences. Content on social media can lead to unhealthy comparisons and perpetual discouragement placed on students.

Aside from social media’s influence on ingraining hustle culture in students’ minds, parents can subject their children to this mindset even further. Parents often push their children to meet society’s high stan dards and perception of what is necessary to have a chance to attend a top school. Students can reach a point where they feel anxious, negatively affecting their overall mental and physical health.

Although high school students in the Bay Area are fortunate to have access to academic resources like college admission counseling, it is counterproductive to pressure them to aim for

more than they can handle. Hustle culture is so deeply rooted in our society that people have normalized overworking themselves and often prioritize work over more important aspects of their life.

The pressure to stand out from your peers by outperforming them is especially prevalent at Cupertino High School. Students believe sleeping for only a few hours and studying for hours on end every day is normal, all for the sake of crafting the most impressive resumé. Since students believe overworking themselves is the bare minimum expectation they need to meet in order to receive admission into a top school, they do not see it as something harmful or out of the ordinary.

Prestigious colleges can offer students an excellent education after high school, but it is important to realize that this should not be the end goal. Even though

the pressure to go above and beyond academically will always exist, ultimately, the college an individual attends does not define their capabilities. What one makes of themself can define that — the destination matters, not the process. Thus, college is merely the process

“ HUSTLE CULTURE IS SO DEEPLY ROOTED IN OUR SOCIETY THAT PEOPLE HAVE NORMALIZED OVERWORKING THEMSELVES

CUPERTINO PHOTOGRAPHERS & VIDEOGRAPHERS

A snapshot of the lives of three CHS photographers and videographers

SHREYAN PHADKE

As videographer for Cupertino High School’s Associated Student Body and part-time YouTuber, junior Shreyan Phadke has enjoyed exploring the world of videography over the past few years.

Said Phadke, “I started making content online in sixth grade. I used to make blog posts, so I used to like writing a lot. And then I switched to YouTube because I learned how to make videos. [...] When quarantine happened, I had a lot more free time, and video games in general took off a lot. So I made videos about that, and I found it fun in my spare time, and I just grew from there.”

Although quarantine was where Phadke began his endeavors as a videographer, the return to school in-person was his breakthrough.

“I wanted to learn real videography, but I didn’t have access to all the expensive cameras and equipment, which ASB did have,” Phadke said. “A lot of my friends said I should apply because it was really fun, so I decided to apply. I didn’t actually think I’d get in, [...] but I [did], and I learned a lot this year.”

Through his videography, Phadke made many valuable connections with classmates in ASB and other gamers on YouTube, as well as members from clubs such as Tino’s Black

Student Union.

“The main way I use [videography] is to promote events and show people the value of coming to them,” said Phadke. “I try to make the videos as fun and interactive as possi-

Over the past few years exploring videography, Phadke found that he especially enjoyed recording dynamic rally shots and editing a video’s colors post-production.

ble, and I feel like that establishes connection, since it’s impossible to directly talk with everyone.”

Although Phadke has tried several other mediums of artistic expression, such as blog writing and car photography, he has since realized that he enjoys videography the most.

“It’s kind of like going back to this quote: A picture may have a thousand words, but a video is a thousand pictures,” said Phadke. “I just feel that a video conveys more information. There’s a lot more freedom of expression in your video.”

“Honestly, it’s the creative process. It’s that every video starts with this little vision in your head, and you can’t quite pinpoint what it is yet, but slowly you’re recording the clips, and then you slowly mold it together into a finished product,” said Phadke. “That whole process is what really makes me enjoy it. It’s just really creating this vision in your head into something actually very tangible that other people can see”

“ ITS JUST REALLY CREATING THIS VISION IN YOUR HEAD INTO SOMETHING ACTUALLY VERY TANGIBLE THAT OTHER PEOPLE CAN SEE ” SHREYAN PHADKE

CHELSEA LAU

As one of the photographers for the Nugget, Cupertino High School’s yearbook publication, freshman Chelsea Lau captures time through photography. Despite being new to photography, Lau has grown to enjoy this aspect of art.

“What actually got me into photography and actually using the camera is yearbook. My current photo editor in yearbook made photography look really fun and interesting, but I had prior photography experience with taking photos for my sister on Instagram.” said Lau.

With support from her sister and dad, Lau’s photography journey as a yearbook staffer began.

“I received tiny lessons [from] my dad, he

would tell me which photo settings I should use for different situations,” said Lau. “[Also, in] yearbook they teach you how to use the camera. My sister recommended it to me, she was like, oh, yearbook is really fun and you’re gonna make a lot of friends.”

Through yearbook photogra -

phy, Lau has been able to form new friendships and meaningful connections with others in her class. For instance, the class of 2026’s student council president spotted and met Lau at the homecoming rally while she was taking pictures.

“Our current council president for my grade asked me to take her campaign photos, which I felt good about. So I definitely met a lot of people through photography.” said Lau.

Not only has she made connections with

photography, but Lau has also experienced and captured many significant — and humorous — moments.

Said Lau, “When I was taking senior night photos for badminton I [had] a lot of photos of people making funny faces while playing.”

Aside from forming relationships and memories, photographing people allows Lau to enjoy the aspect of capturing moments in time.

“It’s cool how they could pose in different ways. [...] I also like taking photos of scenery, because [it’s] really pretty.”

When asked about her favorite thing regarding photography, Lau commented on the concept of taking photos.

Said Lau, “I like the concept about you taking a photo and how you’re basically capturing time, which is really cool. And after you start photography you start noticing other details that other people don’t really care about or notice, which is also pretty cool”

“

AFTER YOU START PHOTOGRAPHY YOU START NOTICING OTHER DETAILS THAT OTHER PEOPLE DONT REALLY NOTICE

CHELSEA LAU

SARAH ZUO

For yearbook Editor-in-Chief

Sarah Zuo, photography has been a hobby since her middle school years. Though photography was initially a hobby, it has since grown into a larger aspect of her life.

She says, “After a couple years in middle school, I was like, ‘Wow, this is really fun, and I enjoy being able to capture people’s experiences at events.’”

However, photography was not the main aspect of her yearbook involvement. Said Zuo, “I picked up photography because I felt like I should be proficient in at least photography as well.”

Zuo has received help and support with photography all throughout middle school and high school, especially within the editor team in her middle school yearbook. Zuo enjoyed her time with the middle school yearbook and decided to join The Nugget when she started high school at Cupertino High School. Her learning continued here, where she learned from the yearbook photo editing staff.

Being Editor-in-Chief, Sarah manages yearbook spreads, while also running and managing the yearbook class.

“I feel like I really gained a better understanding of photography and how all the different settings and features of a camera works.”

Zuo recalls the meaningful connections she has made throughout her time with The Nugget, especially through partnering up with other yearbook staff to attend events.

“I think I made a lot of my friends in yearbook and got closer to some people by [saying], ‘hey, do you want to go to this even with me so I can take pictures?’”

Other than the friendships she’s made with the yearbook staff, Zuo’s experience connecting with the student body has also largely resonated with her. She enjoys capturing important moments for the student body, especially with students in sports teams, during games and with students that attend school events.

Zuo says, “Sometimes, if I do share [photos] it’s really nice being able to see [people] be really happy to have these photos of themselves and doing the things they love.”

When asked about her favorite aspect of photography, Zuo commented on the creative aspect that applies to her hobby. Although photography captures a fixed moment, a photographer’s personal perspective still applies to each individual photo.

Zuo says, “I enjoy the creativity and [how] you’re able to express yourself through photography. Even though [the pictures] are of other people, other subjects, buildings or nature, you still have control over what type of atmosphere you want your photo to have.”

Zuo’s favorite moments to capture are always connected with people. “Most of the reason I like photography is that I like capturing these moments [for people]”

“ IT’S REALLY NICE BEING ABLE TO SEE PEOPLE HAPPY TO HAVE PHOTOS OF THEMSELVES DOING THE THINGS THEY LOVE ”

SARAH ZUO

Tino-themed questions based on the scientifically analyzed 36 questions that lead to love; pick a partner – even a stranger works! – and get a little more intimate with these questions.

1. If you had to switch one of your courses to another, which one would you switch to?

2. What is your favorite part of campus?

3. What do you think is the best free period to have? Which one do you think is the worst?

4. Have you ever rolled down GPA hill? If so, did the myth come true for you?

5. Where do you get your brunch/lunch? (Do you eat it at school through the cafeteria line? Do you go to main street? etc.)

6. What is your favorite after-school activity offered at Tino? How about your favorite club?

7. Do you still remember your previous years’ schedules?

8. What was the first Tino club that you joined? Do you still go now?

Guess The

Through a series of emojis, guess the articles and common aspects related to Tino

9. Have you been to any school dances? How were they?

10. Who is your most memorable Tino teacher?

11. Has your music taste changed since the beginning of high school?

Edition questions love:

12. What new hobbies did you pick up in high school, and which ones did you drop? Do you plan on continuing them?

13. Did you meet your closest friends in high school, or did you meet them earlier?

14. If you could go back to freshman year, what would you do differently? OR Would you want to give your freshman year self any adive?

15. What is your biggest high school regret?

16. What was your biggest goal entering high school? Has that changed?

17. What is the high school accomplishment you are most proud of?

18. What were the experiences you went through in high school that led to the biggest personal growth?

EMOJI

Scan Here! –>

ADAPTING TO THE UNITED STATES

Told from the experiences of a Chinese-American immigrant

For me, adapting to the United States was like sailing. At first, the world felt void, absent of any excitement and enjoyment. Unable to speak the new language and clueless about the environment around me, I kept to myself because there was nothing else on the ocean besides me and my boat.

My brother and I were born in Canada. In 2008, the Great Recession chased our family back to China. While living in China, we stayed in Beijing, Shanghai and Guangzhou. My largest voyage started at 10 years old when my family moved from China to the US.

I still remember my first day of school in America. My teacher walked out of her classroom and introduced me to my “translator,” a student assigned to help foreign students adjust to the new environment because of their bilingualism.

Despite her limited proficiency in Chinese, my translator showed me immense kindness and soon became my closest friend in school. She quickly became something akin to a search engine for me. I would bombard her with questions like “What is recess?” or “What is a glue stick?” Once, my tablemates said, “Ben, shut up,” and I replied would, “What is shut up?”

To my peers, I might have appeared less intelligent, but my innate curiosity and ignorance of their opinions allowed me to quickly learn the basic English language as well as customs of those around me.

Initially, I was not outgoing. At first, gathering the courage to ask questions was one of the most challenging things for an immigrant student who did not know anything. But as I became accustomed to asking questions, I discovered that people were willing to help. If you are an immigrant in the US, do not be afraid to ask questions. Due to how diverse the

local soccer team, participated in a service project and later signed up for a boy scout troop. Through these groups, my brother and I explored more of the local culture by interacting with diverse members. Ultimately, my parents tried to make us understand and feel connected to our environment. They knew the fastest way was to experience the unique highlights and the diverse culture around us.

US population is, no matter which country you are from, many people understand your experiences.

My family loves traveling, and that passion carried on when we moved to the US. Within a few months of arriving in the US, my parents took my brother and me out every weekend to tour any place they deemed interesting instead of staying at home and learning English. We visited national parks, museums, famous landmarks, art exhibits and wellknown restaurants.

In search of a tight-knit community, my brother and I joined a

Adapting to a new environment has given me many essential skills and attributes that define who I am today. Particularly, being in a foreign environment forced me to constantly search for information, allowing me to hone my skill of finding answers by myself. Furthermore, my constant exploration of the diverse environment around me helped me develop an innate drive to learn about different topics. Lastly, by learning about Western culture through an Eastern lens, I could view things with a broadened perspective.

After all these years, the ship that is my life has seemed to arrive at its destination: America. Although sailing has seemed so pointless for so long, I have forgotten many of the hardships I experienced to get here. At this moment, I am no longer a foreign student in a new environment — rather, I am part of this community and can call Cupertino my home

“ADAPTING TO A NEW ENVIRONMENT HAS GIVEN ME MANY IMPORTANT SKILLS AND ATTRIBUTES THAT DEFINE WHO I AM TODAY

BENJAMIN LIU

For more coverage:

FOLLOW US:

WEBSITE: CHSPROSPECTOR.COM

INSTAGRAM: @CHSPROSPECTOR

PODCAST: THE PROSPECTOR PODCAST

FLICKR: THECHSPROSPECTOR